The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index; 1 of the 77 sources its claims cite were checked for support.
Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities
Open accessAbstract
This article explores the implementation of cross-functional professional learning communities (PLCs) involving faculty, staff and administrators at three different institutional types – research, urban regional, and rural regional universities – with the goal of learning about and then implementing a culture change approach to support academic and psychosocial success for historically marginalized student groups. The action research-based study explores the research question: Do cross-functional PLCs help support institution-wide culture change? And if so, how? Our findings identified that PLCs can act as a vehicle for the beginning steps of institutional culture change if they adopt four organizational strategies for spreading learning. Given the complexity and size of campuses, PLCs can act as a strategizing team for developing a broader culture change approach that ultimately impacts the overall institution. Armed with the skillsets related to culture change that they learn in the PLC, they can become change agents that plan and spread culture change. They do this by moving from a PLC that learned together for a year to a coordinating group that utilizes their newly gained skills to execute and create a set of culture change strategies. The PLCs make the transition to a coordinating group by expanding and adding new members and/or connecting to units throughout campus, creating an extended network. They also implement four key strategies – data/assessment, communications, professional learning and auditing/mapping.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
In an action-oriented multiple case study of cross-functional professional learning communities (PLCs) at three universities, PLCs helped initiate institution-wide culture change by transitioning into larger coordinating groups and enacting four strategies: data/assessment, communications, professional learning, and auditing/mapping. The authors conclude PLCs can seed culture change but likely need to expand or morph into coordinating structures to affect the whole institution.
Key findings
- PLCs acted as a vehicle for the beginning steps of institutional culture change when they adopted four organizational strategies for spreading learning: data/assessment, communications, professional learning, and auditing/mapping.
- Each campus transitioned from a PLC to a coordinating group in years 2 and 3; two expanded membership and network, while one did not because it already had more senior leadership on the initial PLC. The coordinating groups focused on coordination rather than running services and developed long-term plans, including a 5-year mission/vision.
- Data/assessment work included inventorying data, improving data systems and dashboards, and using data for decisions; one campus found students who enrolled late in the summer before their first year were significantly less likely to be retained and shared this with senior leadership.
- Professional learning and communications efforts included campus summits inviting about 100 people each, brown bag series on two campuses, and student-communications reviews/toolkits on two campuses; auditing/mapping led to a transfer student working group and discussions with a local community college.
Methods
- Action-oriented multiple case study of cross-functional PLCs at three University of Nebraska system campuses: a rural regional campus enrolling about 6,000 students, a land-grant research university serving about 26,000, and a metropolitan university enrolling approximately 16,000.
- Each PLC included a lead researcher, two practitioner co-facilitators, and 8–18 members who committed for three years beginning Fall 2021; PLCs met 3–5 times per semester for 1–3 hours plus summer retreats, with the first year focused on learning and later years on action.
- Data included over 200 hours of observations from July 2021 to December 2023, 89 interviews with co-facilitators, members, and ex-officio members, 397 completed reflective surveys from 49 survey administrations, and documents/artifacts; analysis used constant comparative method with deductive and inductive templates and cross-case meta-analysis.
Limitations
- The paper states data are not available due to funders and IRB confidentiality requirements; it also notes the study followed the groups for only three years while culture change typically takes at least 5–7 years, and it is hard to know whether the initial PLC learning year is necessary or whether groups could start as coordinating groups.
- The paper states findings come from three campuses in one university system and that PLCs may be limited in size, membership, and access to fully engage institution-wide culture change unless they morph or expand; future research is needed comparing PLCs with other collective learning/action structures.
- Evident from the text: there is no comparison or control group, researchers co-facilitated and observed the PLCs, and members received an annual stipend, which may shape group dynamics; the paper does not frame these as limitations.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
1 of 77 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
- Findingreasoning
PLCs make the transition to a coordinating group by expanding and adding new members and/or connecting to units throughout campus, creating an extended network.
“The PLCs make the transition to a coordinating group by expanding and adding new members and/or connecting to units throughout campus, creating an extended network.”
- Also stated in: § Findings · plain
“The PLCs make the transition to a coordinating group by expanding and adding new members and/or connecting to units throughout campus, creating an extended network.”
Quote in the paperSubstantial claim - Also stated in: § Findings · plain
- Findingreasoning
PLCs move from a PLC that learned together for a year to a coordinating group that uses newly gained skills to execute and create culture change strategies.
“They do this by moving from a PLC that learned together for a year to a coordinating group that utilizes their newly gained skills to execute and create a set of culture change strategies.”
Quote in the paperSubstantial claim - Findingown data
PLCs can act as a vehicle for the beginning steps of institutional culture change if they adopt four organizational strategies for spreading learning.
“Our findings identified that PLCs can act as a vehicle for the beginning steps of institutional culture change if they adopt four organizational strategies for spreading learning.”
- Also stated in: § Findings · plain
“Our findings identified that PLCs can act as a vehicle for the beginning steps of institutional culture change if they adopt four organizational strategies for spreading learning.”
Quote in the paperSubstantial claim - Also stated in: § Findings · plain
- Findingnone given
The PLCs implement four key strategies: data/assessment, communications, professional learning, and auditing/mapping.
“They also implement four key strategies -data/assessment, communications, professional learning and auditing/mapping.”
Quote in the paperSubstantial claim - Findingreasoning
These summits also allowed groups that had not worked together to collaborate on thinking about creating an EV culture across campus.
“These summits also allowed groups that had not worked together to collaborate on thinking about creating an EV culture across campus.”
Quote in the paperNot a substantial claim
- Findingown data
The coordinating groups took on data collection for emerging issues as one of their tasks.
“The coordinating groups also took on data collection for emerging issues as one of their tasks.”
Quote in the paperNot a substantial claim - Findingown data
Campuswide coordination was an intentional shift for the groups from discussing how to implement EV in their own units during the first year of learning to thinking about the institution as a whole and how to create a strategy to impact the entire campus.
“Campuswide coordination was an intentional shift for them from discussing how to implement this in their “own units during the first year of learning to thinking about the institution as a whole and how they can create a strategy to impact the entire campus.””
Quote in the paperSubstantial claim - Findingreasoning
The new coordinating group oversaw subgroups that engaged the work of data/assessment, professional learning, communications, and auditing and mapping services, policies and practices.
“The new coordinating group oversaw subgroups that engaged the work of data/assessment, professional learning, communications, and auditing and mapping services, policies and practices.”
Quote in the paperSubstantial claim - Findingown data
After the summit, there were specific unit and division trainings that emerged based on being introduced at this event, often by request of an attending unit.
“After the summit, there were specific unit and division trainings that emerged based on being introduced at this event, often by request of an attending unit.”
Quote in the paperNot a substantial claim - Findingown data
The PLCs developed four key strategies that helped them move from learning toward culture change.
“The PLCs then developed four key strategies that helped them move from learning toward culture change.”
Quote in the paperSubstantial claim - Findingnone given
Part of the professional development efforts included creating tools for colleagues such as checklists, rubrics, and other items that could be used in units to help train them in practices/norms of ecological validation.
“Part of their professional development efforts included creating tools for colleagues such as checklists, rubrics, and other items that could be used in units to help train them in practices/norms of ecological validation.”
Quote in the paperNot a substantial claim - Findingown data
Two of the groups decided they needed to rethink their membership to serve the coordinating role.
“Two of the groups decided they needed to rethink their membership to serve this coordinating role.”
Quote in the paperNot a substantial claim - Findingown data
The coordinating groups did not feel the need to be in charge of the efforts that emerged out of their conversations and inquiry.
“The coordinating groups did not feel the need to be in charge of the efforts that emerged out of their conversations and inquiry.”
Quote in the paperNot a substantial claim - Findingreasoning
While the PLCs had a diverse and intentionally chosen cross-functional team, they were still not able to span all the areas needed for culture change within higher education with its large size and decentralized power structure.
“While the PLCs had a diverse and intentionally chosen cross-functional team, they were still not able to span all the areas needed for culture change within higher education with its large size and decentralized power structure.”
Quote in the paperSubstantial claim - Findingreasoning
The PLCs as an entity themselves did not have the size, membership, and access to processes and structures to fully engage in institution-wide culture change.
“However, the PLCs as an entity themselves did not have the size, membership, and access to processes and structures to fully engage in institution-wide culture change.”
Quote in the paperSubstantial claim - Findingreasoning
PLCs move from a PLC that learned together for a year to a coordinating group that utilizes newly gained skills to execute and create a set of culture change strategies.
“They do this by moving from a PLC that learned together for a year to a coordinating group that utilizes their newly gained skills to execute and create a set of culture change strategies.”
Quote in the paperSubstantial claim - Findingreasoning
Another important activity that led to culture change was mapping and auditing of existing programs and services for at-promise students and looking for synergy, opportunities to collaborate, and address gaps and duplication.
“Another important activity that led to culture change was mapping and auditing of existing programs and services for at-promise students and looking for synergy, opportunities to collaborate, and address gaps and duplication.”
Quote in the paperNot a substantial claim - Findingnone given
Each campus transitioned to a new structure in years 2 and 3, labeled a coordinating group.
“Each campus transitioned to a new structure in years 2 and 3, labeled a coordinating group.”
Quote in the paperNot a substantial claim - Findingreasoning
One measure of success the coordinating groups used to assess culture change was how many requests came out of the summits as those requests demonstrated interest in advancing EV on campus.
“In fact, one measure of success the coordinating groups used to assess culture change was how many requests came out of the summits as those requests demonstrated interest in advancing EV on campus.”
Quote in the paperNot a substantial claim - Findingown data
In addition to inventorying data and improving data sources, the groups focused on how data were used to make better decisions about students.
“In addition to inventorying data and improving data sources, they also focused on how data were used to make better decisions about students.”
Quote in the paperNot a substantial claim - Findingown data
The third strategy was that each PLC developed a professional learning strategy that included opportunities for colleagues through summits, retreats, academies, brown bag lunch series, and other venues for learning about ecological validation.
“Third, they each developed a professional learning strategy that included opportunities for colleagues through summits, retreats, academies, brown bag lunch series, and other venues for learning about ecological validation.”
Quote in the paperNot a substantial claim - Findingown data
The second strategy was that each PLC created a communications strategy for disseminating information about ecological validation.
“Second, each PLC created a communications strategy for disseminating information about ecological validation.”
Quote in the paperNot a substantial claim - Findingown data
Coordinating group members acknowledged that no one had an actual handle on all the programs and services.
“Coordinating group members acknowledged “that no one had an actual handle on all the programs and services””
Quote in the paperSubstantial claim - Findingown data
An area where each campus focused significant efforts and experienced a great deal of success was in developing professional learning opportunities for their colleagues across campus to learn about EV.
“An area where each campus focused significant efforts and experienced a great deal of success was in developing professional learning opportunities for their colleagues across campus to learn about EV.”
Quote in the paperNot a substantial claim - Findingnone given
The mapping and auditing activities led to a review of and then changes in policies and practices.
“In general, the mapping and auditing activities led to a review of and then changes in policies and practices.”
Quote in the paperNot a substantial claim - Findingnone given
Two of the three campuses experienced presidential turnover during their initial three years.
“Additionally since two of the three campuses experienced presidential turnover during their initial three years, they learned how to message up to senior leadership and help senior leaders understand the work of the PLC and gain support from new presidents/cabinets.”
Quote in the paperSubstantial claim - Interpretationreasoning
Institutional culture change in higher education is more complex than in K-12.
“As a result, institutional culture change is more complex.”
Quote in the paperSubstantial claim - Interpretationreasoning
Given the complexity and size of campuses, PLCs can act as a strategizing team for developing a broader culture change approach that ultimately impacts the overall institution.
“Given the complexity and size of campuses, PLCs can act as a strategizing team for developing a broader culture change approach that ultimately impacts the overall institution.”
- Also stated in: § Findings · plain
“Given the complexity and size of campuses, PLCs can act as a strategizing team for developing a broader culture change approach that ultimately impacts the overall institution.”
Quote in the paperSubstantial claim - Also stated in: § Findings · plain
- Interpretationreasoning
Cross-functional PLCs have the potential to be an important vehicle for higher education to explore broader culture change instead of only altering individual instructor norms.
“Cross-functional PLCs have the potential to be an important vehicle for higher education to explore broader culture change instead of only altering individual instructor norms.”
Quote in the paperSubstantial claim- Rests on an assumption: Cross-functional PLCs have rarely or never been implemented in higher education.
- Premisecitation
Most attempts to support marginalized student groups involve adding supplemental programming without fundamentally changing the institutional structures, approaches, and culture that privilege White middle-class ways of learning and navigating institutions.
“Most attempts to support marginalized student groups (we use an asset-based term “at-promise students” in the rest of the paper, Bettencourt et al., 2023) involve adding supplemental programming without fundamentally changing the institutional structures, approaches, and culture that tend to privilege White middle-class ways of learning and navigating institutions (Kezar, 2019).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Research has demonstrated that change in teaching supported by PLCs has supported better student outcomes.
“Research has also demonstrated that this change in teaching has supported better student outcomes (DuFour et al., 2008;Newmann & Wehlage, 1995).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites DuFour et al., 2008;Newmann & Wehlage, 1995
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
These boutique programs often support a relatively small group of students by providing them information about how to succeed in the current institutional context.
“Often, these boutique programs support a relatively small group of students by providing them information about how to succeed in the current institutional context (Kezar, 2019).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationreasoning
PLC members, armed with culture change skillsets learned in the PLC, can become change agents who plan and spread culture change.
“Armed with the skillsets related to culture change that they learn in the PLC, they can become change agents that plan and spread culture change.”
Quote in the paperSubstantial claim - Premisecitation
PLCs use data and research about student success as well as best practices in teaching to spur teachers to alter their day-to-day practice.
“PLCs use data and research about student success as well as best practices in teaching to spurn teachers to alter their day-to-day practice (DuFour et al., 2006;Eaker & Sells, 2016).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites DuFour et al., 2006;Eaker & Sells, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
One way to engage in wholesale institutional change is through professional learning communities.
“One way to engage in the work of wholesale institutional change is through professional learning communities (DuFour et al., 2006).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites DuFour et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
A focus on faculty-only PLCs will likely not have as significant an impact in higher education because faculty do not have the high-touch contact with students that K-12 teachers do.
“A focus on faculty only PLCs will likely not have as significant an impact in higher education given faculty do not have the high touch of teachers with students in K-12 (Kezar et al., 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar et al., 2018 source
- Premisecitation
FLCs are not designed to influence institutional culture change.
“And while the focus on pedagogy with a cluster of instructors may have an influence in the specific classes they teach, FLCs are not designed to influence institutional culture change (Kezar et al., 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar et al., 2018 source
- Interpretationreasoning
It required the move to a coordinating group to more fully realize shared leadership and broad scale collaboration.
“It did require the move to a coordinating group to more fully realize shared leadership and broad scale collaboration.”
Quote in the paperSubstantial claim - Premisecitation
Studies found that broader practices such as reflection, stronger responsibility and commitment, assessment and data use that are part of PLCs supported on-going changes connected with broader and on-going culture change.
“But then studies explored less discrete (e.g., not just a teaching practice) and broader practices such as reflection, stronger responsibility and commitment, assessment and data use that are part of PLCs and found these skillsets supported on-going changes that are connected with broader and on-going culture change (Leithwood et al., 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Leithwood et al., 2008 source
- Interpretationreasoning
A larger and more complex group is needed to catalyze toward culture change.
“but a larger and more complex group is needed to catalyze toward culture change and our research was able to document what this new structure looks like with the strategies capturing its main goals, work and subgroups and embodying its mission and vision around culture change.”
Quote in the paperSubstantial claim - Premisecitation
The contingent nature of faculty labor may make it challenging to engage this group in culture change efforts.
“The contingent nature of faculty labor may make it challenging to engage this group in culture change efforts (Kezar, 2018).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kezar, 2018 source
- Interpretationreasoning
PLCs are likely limited in their ability to create culture change unless they morph into new structures after their initial learning time together.
“Therefore, PLCs are likely limited in their ability to create culture change unless they morph (as these did) into new structures after their initial learning time together.”
Quote in the paperSubstantial claim - Study design and conductcitation
Prolonged engagement with the PLCs for several years enhanced the trustworthiness of the data.
“Our prolonged engagement with the PLCs for several years enhanced the trustworthiness of our data (Lincoln & Guba, 1986).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lincoln & Guba, 1986 source
- Interpretationreasoning
This study helps advance research on institutional culture change efforts by making clear the need for more than inquiry groups or PLCs.
“This study helps advance research on institutional culture change efforts by making clear the need for more than inquiry groups or PLCs.”
Quote in the paperNot a substantial claim - Study design and conductcitation
The trustworthiness of the findings was enhanced by triangulation via a compositionally diverse group of investigators who engaged with multiple forms of data.
“The trustworthiness of our findings was also enhanced by triangulation via a compositionally diverse group of investigators who engaged with multiple forms of data (Jones et al., 2014).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Jones et al., 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Leadership within the inquiry group is important to its success, with one or more individuals providing direction and maintaining group dynamics and working relationships.
“Leadership within the inquiry group is important to its success with one or more individuals that provide direction for the inquiry process and that are able to maintain the group dynamics and working relationships (Kezar et al., 2008;Smith, 2020).”
Quote in the paperNot a substantial claim0 of 2 sources checked - Premisecitation
Having effective data and the material infrastructure to support knowledge management functions is critical to enable learning.
“Having effective data and the material infrastructure to support knowledge management functions was identified as critical to enable learning across studies (Bensimon, 2012;Kezar et al., 2008).”
Quote in the paperNot a substantial claim0 of 2 sources checked - Interpretationreasoning
The meta work across all the strategies described in the findings is coordination.
“The meta work across all the strategies described in the findings is coordination.”
Quote in the paperSubstantial claim - Premisecitation
Various best practices for running PLCs have been developed out of research in K-12 settings, including member selection and socialization, group interaction processes, shared mission/vision, instructional design, engaging with data and research, and creating supportive school context.
“Various best practices for running PLCs have been developed out of research in K-12 settings.This guidance 1) how to select PLC members and socialize them to the group; 2) processes that can be put in place to enhance group interactions, including creating ground rules; 3) developing shared mission and vision, collective commitments, and clear goals; 4) using instructional design principles to”
Quote in the paperSubstantial claim0 of 2 sources checked- cites DuFour et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Stoll et al., 2006 source
- Premisecitation
Institutional willingness to reflect (culture of learning), typically set by campus leadership, is key for ideas from the inquiry group to be adopted.
“Institutional willingness to reflect (i.e., culture of learning), which is a culture typically set by campus leadership, is key for the ideas that emerge from the inquiry group to be adopted (Kezar et al., 2008;Smith & Parker, 2005).”
Quote in the paperSubstantial claim0 of 2 sources checked - Interpretationown data
The article documented a new phenomenon: how a PLC can shift into a coordinating group that can catalyze a longer-term culture change effort.
“This article was able to document a new phenomenon -how a PLC can shift into a coordinating group that can catalyze a longer-term culture change effort.”
Quote in the paperSubstantial claim - Interpretationreasoning
The PLCs served as a catalyst for culture change by transitioning from a learning group to a larger coordinating group with expanded membership and network that created and enacted the culture change strategy.
“The PLCs did indeed serve as a catalyst for culture change but did so by transitioning from a learning group to a larger coordinating group with an expanded membership and network that was able to create and enact the culture change strategy.”
Quote in the paperSubstantial claim - Interpretationnone given
These campuses recognized that communications served as a significant way to express who they were and what the culture was.
“These campuses recognized that communications served as a significant way to express who they were and what the culture was.”
Quote in the paperSubstantial claim - Premisecitation
Inquiry teams that engage the broader campus in forums on a regular basis were better able to learn and obtain buy-in among others to implement learning from the inquiry group.
“Inquiry teams that engage the broader campus in forums on a regular basis were better able to learn and obtain buy-in among others to implement learning from the inquiry group (Smith & Parker, 2005).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Smith & Parker, 2005 source
- Premisecitation
Campuses with stronger institutional research offices that included their institutional research representative on the team were more likely to make progress.
“For example, several studies identified that campuses with stronger institutional research offices that included their institutional research representative on the team were more likely to make progress (Bensimon, 2012;Smith, 2020;Smith & Parker, 2005).”
Quote in the paperNot a substantial claim0 of 3 sources checked - Interpretationreasoning
These more external processes and strategies (professional learning, communications, long term coordinating role) are helpful new additions to our understanding of facilitating culture change and the phases that occur after the initially seeding of change typical in inquiry groups.
“These more external processes and strategies (professional learning, communications, long term coordinating role) are helpful new additions to our understanding of facilitating culture change and the phases that occur after the initially seeding of change typical in inquiry groups.”
Quote in the paperSubstantial claim - Interpretationreasoning
Armed with skillsets related to culture change learned in the PLC, PLC members can become change agents that plan and spread culture change.
“Armed with the skillsets related to culture change that they learn in the PLC, they can become change agents that plan and spread culture change.”
Quote in the paperSubstantial claim - Premisecitation
Information and data silos on campus lead to lack of communication that impairs learning.
“Information and data silos on campus leads to lack of communication that impairs learning (Kezar et al., 2008;Smith & Parker, 2005).”
Quote in the paperSubstantial claim0 of 2 sources checked
- Probably not a substantial claim. 80
- It may state two separate claims as one. 64
- The quote only partly states this claim. 1
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationDesign teams are emerging in higher education as well but few studies exist to date and the research is nascent.
“Design teams are emerging in higher education as well but few studies exist to date and the research is nascent but provides an area future researchers should explore(Culver et al., 2022).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Culver et al., 2022 source
The Findings describe design teams at three higher-education campuses, and the Conclusions call for further research on teams in other institutional contexts. These passages support the existence of design teams and the value of further study, but they do not establish that teams are emerging across higher education or that few studies exist and the research is nascent. The indexed copy provides no page numbers for these passages. (LLM, conf=0.80)
Experimental — accuracy not yet measured
It may state two separate claims as one.
FindingreasoningOne challenge was that the data systems often did not allow for collaboration needed for EV and so they were switching technology and data systems to better support collaboration.
“One challenge was that the data systems often did not allow for collaboration needed for EV and so they were switching technology and data systems to better support collaboration.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenAt each campus they also presented to the student success focused units.
“At each campus they also presented to the student success focused units”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataThe two coordinating groups that expanded membership had a diverse cross-functional team but were still relatively small groups (PLCs ranged from 8-18 people).
“While the two coordinating groups that did expand membership had a diverse cross-functional team, they were still relatively small groups (PLCs ranged from 8-18 people).”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingown dataThey interviewed transfer students and identified patterns that influenced the students' experiences to help guide policymaking.
“They interviewed transfer students and identified patterns that influenced the students' experiences to help guide policymaking.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningTwo campuses offered a brown bag lunch series with small groups to allow for cross campus and cross-functional conversations about EV.
“Therefore, two campuses offered a brown bag lunch series with small groups to allow for cross campus and cross-functional conversations about EV.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenThe coordinating group members realized they needed a strategy for using data to make the case about why culture change is needed.
“The coordinating group members realized they needed a strategy for using data to make the case about why culture change is needed in the first place.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenAnother campus took a similar approach to reviewing language as it shaped campus culture.
“Another campus took a similar approach to reviewing language as it shaped campus culture.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningAs a result, they developed a long-term plan for the coordinating group through an ongoing mission, vision and planning documents to guide their work over the next 5 years.
“As a result, they developed a long-term plan for the coordinating group through an ongoing mission for the group, vision and planning documents to guide their work over the next 5 years.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThey created a toolkit to guide people as they communicated with students moving forward.
“They created a toolkit to guide people as they communicated with students moving forward.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataOne campus was exploring having an online professional learning experience and having it required like some others for emergency mental health, technology and sexual harassment training.
“One campus was even exploring having an online professional learning experience and having it required like some others for emergency mental health, technology and sexual harassment training:”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may state two separate claims as one.
FindingreasoningThe research team worked with the coordinating group to develop an EV evaluation tool and a sustainability tool that were used at each campus.
“As a result, the research team worked with the coordinating group to develop an EV evaluation tool (available here -will link after peer review) and a sustainability tool (available here) that were used at each campus.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThe coordinating group developed a transfer student working group.
“The coordinating group developed a transfer student working group, which informally”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThe coordinating group's goal included educating and building capacity for faculty, staff, administrators and peer educators to be involved in this work.
“2) to educate and build capacity for faculty, staff, administrators and peer educators to be involved in this work;”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenInstead of reviewing all communications with students, they decided to identify key processes and rework the language on related messaging.
“Instead of reviewing all communications with students, they decided to identify key processes and rework the language on related messaging.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone givenIn addition to a communications strategy with senior leadership, they also developed a communications presence for the EV work on campus through the development of websites, promotional materials, news articles for key campus publications, slides, videos, and even fun and informal items such as bookmarks and stickers that could all be shared with different units to help them engage with EV ideas.
“In addition to a communications strategy with senior leadership, they also developed a communications presence for the EV work on campus through the development of websites, promotional materials, news articles for key campus publications, slides, videos, and even fun and informal items such as bookmarks and stickers that could all be shared with different units to help them engage with EV ideas.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone givenThe campus shifted to use the word educators instead of faculty or staff which reinforced divides, they discussed the work of the reimagined PLC as a validation team, and they used the word scholar for students, which is more asset based.
“The campus shifted to use the word educators instead of faculty or staff which reinforced divides, they discussed the work of the reimagined PLC as a validation team, and they used the word scholar for students, which is more asset based.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
FindingreasoningIn the first year as the coordinating group reviewed data about student performance, they recognized weaknesses in their campuses' data capacity and one of their first areas of work was to help prioritize better data systems on campus.
“In the first year as the coordinating group reviewed data about student performance, they recognized weaknesses in their campuses' data capacity and one of their first areas of work was to help prioritize better data systems on campus.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningCommunications materials needed to meet two different goals.
“Communications materials needed to meet two different goals.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingcitationMapping activities began in the first year of the coordinating group (while still a PLC) where the research team had them read and use Steve Ehrmann's (2021) book on Quality, Affordability and Access to create a map of their programs and services for at-promise students.
“Mapping activities began in the first year of the coordinating group (while still a PLC) where the research team had them read and use Steve Ehrmann's (2021) book on Quality, Affordability and Access to create a map of their programs and services for at-promise students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Steve Ehrmann's (2021)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenThese efforts sometimes overlapped with the data group as they used the data to help in their auditing and mapping work.
“Additionally, these efforts sometimes overlapped with the data group as they used the data to help in their auditing and mapping work.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenOn each campus they focused on developing a plan for communicating about EV.
“On each campus they focused on developing a plan for communicating about EV.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
FindingreasoningFirst, they developed information aimed at convincing colleagues about the value of these ideas; the news articles and videos were helpful in this respect.
“First, they developed information “aimed at convincing colleagues about the value of these ideas;” the news articles and videos were helpful in this respect.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingnone givenThe fourth strategy was executing an auditing and mapping strategy of current student support looking for synergies and gaps in service/programs and exploring existing areas of service that might be needed to enhance validation or expand offerings and alter problematic policies and practices.
“Fourth, they executed an auditing and mapping strategy of current student support looking for synergies and gaps in service/programs and explored existing areas of service that might be needed to enhance validation or expand offerings and alter problematic policies and practices.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThe research team also asked them to map their network as a strategy to consider avenues for spreading EV and who they already had influence with.
“We also asked them to map their network as a strategy to consider avenues for spreading EV and who they already had influence with.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
FindingreasoningThey needed better data to help execute on culture change and on-going trend data to make regular changes to support at-promise students.
“Furthermore, they needed better data to help execute on culture change and on-going trend data to make regular changes to support at-promise students.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingown dataThe PLCs reported their work was to engage in crossfunctional, data-informed discussions exploring how to evaluate and shift overall campus policies, practices and structures to align with a culture of ecological validation in order to support at-promise students.
“The PLCs reported their work was to “engage in crossfunctional, data-informed discussions exploring how to evaluate and shift overall campus policies, practices and structures to align with a culture of ecological validation in order to support at-promise students.””
Quote in the paperSubstantial claimProbably not a substantial claim. It may state two separate claims as one.
FindingreasoningThese two documents provided benchmarks to identify culture change over time including data points to follow as well as a system for collecting data at multiple levels-at the unit and overall institutional level.
“These two documents provided benchmarks to identify culture change over time including data points to follow as well as a system for collecting data at multiple levels -at the unit and overall institutional level.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
Findingown dataThe four strategies reviewed in the findings emerged as areas that the groups engaged in to move toward culture change, and the same areas emerged independently on each campus.
“As we reviewed the data the four strategies reviewed next in the findings emerged as areas that they engaged in to move toward culture change.The same areas emerged independently on each campus.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
Findingown dataEach campus was developing systems around data use and also creating professional development to support this data work.
“Each campus was developing systems around data use and also creating professional development to support this data work.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenThey implemented all the strategies reviewed in years 2 and 3.
“They implemented all the strategies reviewed next in years 2 and 3.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataThe coordinating groups identified an issue and then brought in partners to complement the cross-functional group to discuss how to move the idea forward.
“Rather, they identified an issue and then brought in partners to complement the cross-functional group to discuss how to move the idea forward.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingown dataOn two campuses, the division of student affairs had planning conversations and meetings focused on EV and they requested coordinating group members to present.
“On two campuses, the division of student affairs had planning conversations and meetings focused on EV and they requested coordinating group members to present.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingown dataThe coordinating group's goal included re-examining campus offerings to at-promise students and providing ideas for new approaches that would be hard to develop outside a crossfunctional working group.
“3) to re-examine campus offerings to at-promise students and provide ideas for new approaches that would be hard to develop outside a crossfunctional working group.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataThe first strategy was reviewing existing data systems and advocating for a data and assessment strategy that included improved data systems, better access to data among faculty and staff to inform practice, and on-going review of data in support of student success.
“First, they reviewed existing data systems and advocated for a data and assessment strategy that included improved data systems, better access to data among faculty and staff to inform practice, and on-going review of data in support of student success.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenOn two campuses, the communications team decided to review the communications sent out to students and examine them for whether the messages had a validating approach.
“On two campuses, the communications team decided to review the communications sent out to students and examine them for whether the messages had a validating approach.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingcitationAt one of the campuses, coordinating group members engaged in a constellation activity from Steve Ehrmann's book that included a focus on understanding the experiences of transfer students from when they applied through their first year of college at the university.
“At one of the campuses, coordinating group members engaged in a “constellation activity” from Steve Ehrmann's book that included a focus on understanding the experiences of transfer students from when they applied through their first year of college at the university.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Steve Ehrmann's book
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone givenThe campuses did not necessarily have communications staff on the PLCs initially as they did not realize this would emerge as a major strategy.
“It is important to note that the campuses did not necessarily have communications staff on the PLCs initially as they did not realize this would emerge as a major strategy.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
FindingreasoningCoordination meant working across all groups-administration, faculty, staff of all functional areas-across all colleges, and all levels-different units/departments.
“This meant working across all groups -administration, faculty, staff of all functional areas -across all colleges, and all levels -different units/departments.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
Findingnone givenEach campus hosted a summit dedicated to EV that invited about 100 people on each campus across various units/departments to engage in the ideas about how to integrate EV into their own units and how the campus as a whole could change institution-wide policies and practices to support unit work on EV.
“Each campus hosted a summit dedicated to EV that invited about 100 people on each campus across various units/departments to engage in the ideas about how to integrate EV into their own units and how the campus as a whole could change institution-wide policies and practices to support unit work on EV.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenAt one campus where data systems were fairly evolved through sophisticated dashboards and a strong institutional research office, they were aligning their system with the new EV metrics.
“At one campus where data systems were fairly evolved through sophisticated dashboards and a strong institutional research (IR) office, they were aligning their system with the new EV metrics.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenThe initial work for the coordinating group was to create a group identity with a clear mission and an accompanying vision and goals.
“The initial work for the coordinating group was to create a group identity with a clear mission and an accompanying vision and goals.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingnone givenThe coordinating group members recognized that culture change would take a long time.
“The coordinating group members recognized that culture change would take a long time.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataAfter engaging in these activities, the coordinating groups expanded on these initial activities and identify ways that the maps and audits could be used to engage challenges in student success.
“After engaging in these activities, the coordinating groups expanded on these initial activities and identify ways that the maps and audits could be used to engage challenges in student success.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningEarly on, they recognized the importance of starting with the data to guide other efforts.
“So early on, they recognized the importance of starting with the data to guide other efforts.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningPart of the strategy was to keep senior leadership informed to ensure on-going support in terms of financial and human resources to continue the work.
“Part of the strategy was to keep senior leadership informed to ensure on-going support in terms of financial and human resources to continue the work.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThe coordinating group reviewed student data over the first year and recognized that students who enrolled late in the summer before their first year were significantly less likely to be retained.
“Another example was that the coordinating group reviewed student data over the first year and recognized that students who enrolled late in the summer before their first year were significantly less likely to be retained.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The authors may not put it forward as true. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingnone givenIn exploring the different services and supports available for transfer students, the group recognized that they did not have a clear understanding of how transfer students experienced navigating the processes and they wanted to know if there were differences for subgroups of transfer students.
“In exploring the different services and supports available for transfer students, the group recognized that they did not have a clear understanding of “how transfer students experienced navigating the processes and they wanted to know if there were differences for subgroups of transfer students.””
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataEach coordinating group spoke about the need for on-going data systems to support new issues that arise for students and to be in a continuous improvement cycle.
“Each coordinating groups also spoke about the need for “on-going data systems to support new issues that arise for students and to be in a continuous improvement cycle.””
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingown dataSecond, they needed materials that helped educate the campus about EV; the slides, one-page summaries, and websites were helpful for this purpose.
“Second, they needed materials that helped educate the campus about EV.The slides, one-page summaries, and websites were helpful for this purpose.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataThe study documented culture change happening through micro-institutional changes in policy and practice and saw the groups were well-positioned to continue this work.
“Our study left them as they entered year 4, but we were able to document culture change happening (through micro-institutional changes in policy and practice described in another article from this study) and saw they were well-positioned to continue this work.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Findingown dataThey discussed the importance of messaging differently to faculty versus staff groups.
“They also discussed the importance of messaging differently to faculty versus staff groups.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
FindingreasoningWhile uptake from academic affairs has been slower, the coordinating groups are charting this and creating a strategy aimed specifically at reaching more faculty and academic affairs staff.
“While uptake from academic affairs has been slower, the coordinating groups are charting this and creating a strategy aimed specifically at reaching more faculty and academic affairs staff.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
FindingcitationThere is evidence of culture change happening and the efficacy of the PLCs/coordinating group's work.
“While only three years in, we have evidence of culture change (in another paper from the project) happening and the efficacy of the PLCs/coordinating group's work.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
FindingreasoningAt one campus, the co-facilitators developed an opportunity to do cascading messages with different levels of leadership, starting with the executive leadership, then deans, and finally mid-level leadership.
“At one campus, the co-facilitators developed an opportunity to do “cascading messages” with different levels of leadership, starting with the executive leadership, then deans, and finally mid-level leadership.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Findingown dataThe groups recognized that reaching out and connecting the pockets of work to support at-promise students and beginning to have more collaboration across these groups was important to creating culture change.
“They recognized that reaching out and connecting the pockets of work to support at-promise students and beginning to have more collaboration across these groups was important to creating culture change.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Findingown dataThe coordinating group's goal included considering strategies for engaging educators across campus in EV work and distributing leadership broadly.
“The goal of the coordinating group was: 1) to consider strategies that could be used for engaging educators across campus in the EV work and distributing the leadership for this work broadly;”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
FindingreasoningThese transitions did slow the efforts, but helped them understand the types of broader organizational issues they would need to navigate over time.
“These transitions did slow the efforts, but helped them understand the types of broader organizational issues they would need to navigate over time.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingown dataThe first year of learning opened up the participants to new ideas so that as they moved to culture change implementation, they were not stuck in existing campus routines and could meaningfully meet the goals around culture change.
“Our study suggests that the first year of learning opened up the participants to new ideas so that as they moved to culture change implementation, they were not stuck in existing campus routines and could meaningfully meet the goals around culture change.”
Quote in the paperSubstantial claim- The authors state this as an assumption: The first year of learning is pivotal/necessary to break campus routinized ways of working.
It may state two separate claims as one.
PremisecitationStaff on campuses play a very direct role with students through advising, mentoring and student development, and there is a much larger and more complex set of services, programs, educational opportunities and resultant practices in higher education than in K-12, meaning culture change is more diffuse, collaboration less likely, and silos and bureaucracy even more structured.
“Staff on campuses play a very direct role with students through advising, mentoring and student development, and there is a much larger and more complex set of services, programs, educational opportunities and resultant practices in higher education than in K-12 settings -meaning that culture change is more diffuse, collaboration less likely, and silos and bureaucracy even more structured (Bess et”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bess et al., 2012;Kezar, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may be too vague to check against evidence.
PremisereasoningAdditional research on PLCs within higher education settings specifically is important because the higher education context is quite different from the K-12 context.
“Additional research on PLCs within higher education settings specifically is important because the higher education context is quite different from the K-12 context.”
Quote in the paperNot a substantial claim- Rests on an assumption: Cross-functional PLCs have rarely or never been implemented in higher education.
- Rests on an assumption: There is little research on PLCs in higher education.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationPLCs were introduced into K-12 settings several decades ago and have been lauded for their ability to alter teacher behavior and cumulatively change norms and thus impact culture change via changed teacher routines.
“Professional learning communities (PLCs) were introduced into K-12 settings several decades ago and have been lauded for their ability to alter teacher behavior and cumulatively change norms and thus impact culture changefoot_0 vis a vis changed teacher routines (DuFour et al., 2006;Eaker & Sells, 2016).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites DuFour et al., 2006;Eaker & Sells, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationSome PLCs involve school staff and administration and aim for broader culture change that shifts practices across all school personnel.
“Some PLCs also involve school staff and administration and aim for even broader culture change that shifts practices across all school personnel (DuFour et al., 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites DuFour et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
It may state two separate claims as one.
PremisecitationFaculty in higher education have much greater autonomy than K-12 teachers and less frequent direct contact with students.
“Faculty have much greater autonomy than teachers and, as noted above, less frequent direct contact with students.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Bess et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Kezar, 2018 source
Probably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningThe exact practices utilized in K-12 schools may or may not directly translate into the higher education setting.
“Most advocates of PLCs in higher education have suggested extending the same recommendations from studies in K-12 into postsecondary settings (Eaker & Sells, 2016); however, the exact practices utilized in K-12 schools may or may not directly translate into the higher education setting.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Eaker & Sells, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
It may state two separate claims as one.
PremisecitationBroader PLCs are effective in shifting day-to-day practice to be more collaborative, sharing more information, developing trust among working groups, and other outcomes associated with improved student learning and success.
“Studies suggest these broader PLCs are also effective in shifting day-to-day practice to be more collaborative, sharing more information, developing trust among working groups, and other outcomes associated with improved student learning and success (DuFour et al., 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites DuFour et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may state two separate claims as one.
PremisecitationFrom a sociocultural perspective, the individual and group context cannot be separated because learning does not occur in isolation; learning is socially constructed, dependent upon interactions, and socially mediated.
“From a sociocultural perspective, the individual and the group context cannot be separated because learning does not occur in isolation.Rather, learning is socially constructed, dependent upon interactions, and socially mediated (Moll, 2001).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Moll, 2001 source
It may state two separate claims as one.
PremisecitationIn recent decades, campuses have moved to largely contingent labor so dynamics around faculty autonomy have changed.
“However, in recent decades, campuses have moved to largely contingent labor so the dynamics around faculty autonomy have changed (Kezar, 2018).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kezar, 2018 source
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Interpretationnone givenThey recognized that staff and faculty within different disciplines might be motivated by data or research and staff may be more motivated through the more informal communications strategies-videos, stickers, and bookmarks.
“They recognized that staff and faculty within different disciplines might be motivated by data or research and staff may be more motivated through the more informal communications strategies -videos, stickers, and bookmarks.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
PremisecitationMany different vehicles or approaches to learning/action have emerged to guide institutional and multi-institutional change efforts.
“Many different vehicles or approaches to learning/action have emerged to guide institutional and multi-institutional change efforts (Edmondson et al., 2014).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Edmondson et al., 2014 source
Probably not a substantial claim. It may state two separate claims as one.
PremisecitationOrganizational learning theory brings in research about routines that guide institutions, challenges to learning such as bureaucracy and isomorphism, and the need for double-looped learning for culture change.
“Many have noted the importance of also using organizational learning to compliment sociocultural theories because organizational learning brings in research about routines that guide institutions; more about challenges to learning such as bureaucracy and isomorphism; as well as the need for double looped learning for culture change not just routinized alteration of practice (Argyris & Schön, 1996)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Argyris & Schön, 1996
It may state two separate claims as one.
InterpretationcitationEarlier studies identify phenomena focused more on internal inquiry team processes, while our findings are focused more on the teams engaging outward with the campus as they pivoted to spreading the new knowledge and moving the new culture out and embedding it in the campus.
“However, earlier studies (Kezar et al., 2008) identify phenomena focused more on internal inquiry team processes and our findings are focused more on the teams engaging outward with the campus as they pivoted to spreading the new knowledge and moving the new culture out and embedding it in the campus.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar et al., 2008 source
It may state two separate claims as one.
PremisecitationTeam formation/composition is critical to inquiry teams' success; campuses that struggled to learn or move culture change forward did not have a representative cross-campus team.
“Team formation/composition is critical to their success and campuses that struggled to learn or move culture change forward did not have a representative crosscampus team (Kezar et al., 2008;Smith, 2020;Smith & Parker, 2005).”
Quote in the paperSubstantial claim0 of 3 sources checkedIt may state two separate claims as one.
PremisecitationSeveral factors emerged as central to inquiry teams being able to facilitate culture change, including team composition, leadership within the group, campus culture open to learning, strong institutional research function and data processes, and an inquiry group connected to overall institutional priorities.
“Several factors emerged as central to inquiry teams being able to facilitate culture change and mirror findings from PLCs within K-12 settings including team composition, leadership within the group, campus culture open to learning, strong institutional research function and data processes, and an inquiry group connected to the overall institutional priorities (Kezar, 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar, 2018 source
It may state two separate claims as one.
InterpretationreasoningPLCs are new to higher education and can act as a group to seed cross-functional learning and relationships that are precursors and key steps to a culture change strategy.
“PLCs are new to higher education and can act as a group to seed cross-functional learning and relationships that are precursors and key steps to a culture change strategy.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Study design and conductnone givenTwo researchers who were not assisting with facilitating the PLCs led the meta-analysis of the emerging themes across the three case studies.
“We had two researchers who were not assisting with facilitating the PLCs that led the meta-analysis of the emerging themes across the three case studies.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may state two separate claims as one. The quote only partly states this claim.
Study design and conductreasoningThe PLCs were guided by all of the K-12 best practices for running PLCs as part of the action research so that there were the best possible chances of seeing the desired culture change.
“We used all of these to guide the PLCs as part of our action research so that there were the best possible chances of seeing the desired culture change.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites DuFour et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Stoll et al., 2006 source
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationImproved culture from PLCs includes increased teacher commitment to the school's mission and values, higher teacher commitment to change, shared responsibility for student success, shared norms for teaching and assessment, and improved institutionalization of organizational improvements.
“This improved culture includes increased teacher commitment to the school's mission and values (Gregory & Kuzmich, 2007;Hord, 1997;Muijs & Harris, 2003;Wahlstrom & Louis, 2008), higher teacher commitment to change (Giles & Hargreaves, 2006;Gregory & Kuzmich, 2007;Hord, 1997;Rasberry & Mahajan, 2008), shared responsibility for student success (Gregory & Kuzmich, 2007;Hord, 1997), shared norms for”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Gregory & Kuzmich, 2007
- cites Hord, 1997
- cites Muijs & Harris, 2003 source
It may state two separate claims as one.
InterpretationreasoningThe coordinating group is larger than inquiry/design teams and has more intentionally designed strategies for culture change through four approaches (professional learning, communications, data/assessment, auditing and mapping).
“While the coordinating group is similar to inquiry/design teams that have been established in higher education, the coordinating group is larger than inquiry/design teams and has more intentionally designed strategies for culture change through the four approaches (e.g., professional learning, communications, data/assessment, auditing and mapping) outlined in this article.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
PremisecitationThere are many more layers of bureaucracy and extensive siloing of functions within colleges compared to K-12 schools.
“There are many more layers of bureaucracy and extensive siloing of functions with colleges compared to K-12 schools (Bess et al., 2012).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bess et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
Interpretationnone givenThe one group that did not decide to expand members had more senior leadership on their initial PLC membership, which may be one of the reasons they did not have the same need for expansion as the other groups.
“The one group that did not decide to expand members had more senior leadership on their initial PLC membership, which may be one of the reasons they did not have the same need for expansion as the other groups.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
InterpretationreasoningBeing able to move toward broader institutional change would mean understanding the full landscape.
“and being able to move toward “broader institutional change would mean understanding the full landscape.””
Quote in the paperNot a substantial claimIt may state two separate claims as one.
PremisecitationCampuses have much more decentralized power and more complex power and authority structures with shared governance.
“Second, campuses have much more decentralized power as well as much more complex power and authority structures with shared governance (Bess et al., 2012;Kezar, 2018).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Bess et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Kezar, 2018 source
It may state two separate claims as one.
PremisecitationPLCs have been successful within many studies demonstrating teachers being open to modifying their teaching strategies, leading to increased student learning, decreased student dropout and absenteeism rates, and smaller achievement gaps among students.
“PLCs have been successful within many studies demonstrating teachers being open to modifying their teaching strategies (Giles & Hargreaves, 2006;Gregory & Kuzmich, 2007;Hord, 1997;Rasberry & Mahajan, 2008), leading to increased student learning (Gregory & Kuzmich, 2007;Rasberry & Mahajan, 2008), decreased student dropout and absenteeism rates (Gregory & Kuzmich, 2007;Rasberry & Mahajan, 2008), and”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Giles & Hargreaves, 2006 source
- cites Gregory & Kuzmich, 2007
- cites Hord, 1997
It may state two separate claims as one.
Interpretationown dataThe study identified that PLCs can be an avenue for culture change and that this process looks different in higher education than in K-12 through the need for more structured mechanisms such as the PLC shifting into a coordinating group that grew in size, added membership from other areas across campus, developed an extensive network, and created four strategies in order to spread culture change.
“In sum, our study identified that PLCs can be an avenue for culture change as well as how this process looks different in higher education than in K-12 through the need for more structured mechanisms such as the PLC shifting into a coordinating group that grew in size, added in membership from other areas across campus, developed an extensive network, and created four strategies in order to spread”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
InterpretationreasoningThe professional learning strategy was comprehensive and customized for different groups, needs, motivations and levels of the campus.
“The professional learning strategy was comprehensive and customized for different groups, needs, motivations and levels of the campus.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
InterpretationreasoningBy having these tools to assess progress, the coordinating group was establishing the basis for holding the campus accountable for progress.
“By having these tools to assess progress, the coordinating group was establishing the basis for holding the campus accountable for progress.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Study design and conductreasoningThe formation, facilitation, curriculum/activities, and interpersonal dynamics of the PLCs were all informed by literature related to best practices from PLCs.
“Just to reiterate from the literature review, the formation, facilitation, curriculum/ activities, and interpersonal dynamics were all informed by literature related to best practices from PLCs.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
InterpretationreasoningThey recognized this would have reached educators across campus but would fail to have some of the advantages of the brown bag series or summits in terms of encouraging collaboration that can happen through in person events or synchronous on-line events.
“They recognized this would have reached educators across campus but would fail to have some of the advantages of the brown bag series or summits in terms of encouraging collaboration that can happen through in person events or synchronous on-line events.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationInquiry teams are much like the PLCs that seed change and help to understand why change is needed and offer up some initial solutions.
“Inquiry teams are much like the PLCs that seed change and help to understand why change is needed and offer up some initial solutions (Bensimon, 2012;Kezar et al., 2008;Smith & Parker, 2005)”
Quote in the paperNot a substantial claim0 of 3 sources checkedIt may state two separate claims as one.
PremisecitationPLCs, faculty/teacher learning communities, and communities of practice are all premised on the same theories of sociocultural learning, that change happens within institutions or society when individuals undergo a learning process with others and alter their practices.
“PLCs, faculty/teacher learning communities, and communities of practice are all premised on the same theories of sociocultural learning, 4 that change happens within institutions or society when individuals undergo a learning process with others and alter his/her practices (Wertsch, 1988).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Wertsch, 1988 source
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Interpretationnone givenCampuses are much larger in size and so PLCs may be limited in their ability to create culture change.
“First, campuses are much larger in size and so the PLCs may be limited in their ability to create culture change.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
PremisecitationUniversities are loosely coupled systems with various units operating largely independently and not reliant on each other, with varying policies and practices to suit local contexts.
“Fourth, campuses, particularly universities, have been noted to be loosely coupled systems with various units operating largely independently and not reliant on eachother with varying policies and practices to suit local contexts (Weick, 1976).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Weick, 1976 source
It may state two separate claims as one.
InterpretationreasoningCoordination was made possible by developing an expansive network, and this network was enabled by the data, mapping, communications, and professional development strategies.
“Coordination was made possible by developing an expansive network, and this network was enabled by the data, mapping, communications, and professional development strategies and is why they are the focus of our findings.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Study design and conductcitationThe team shared summaries of their insights with the PLC co-facilitators to member check emerging findings.
“We also shared summaries of our insights with the PLC co-facilitators to member check our emerging findings (Lincoln & Guba, 1986).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lincoln & Guba, 1986 source
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
InterpretationreasoningThe multiple and complex layers of leadership in higher education led to the cascading messaging as well as mapping of key leaders to keep engaged.
“The multiple and complex layers of leadership in higher education led to the cascading messaging as well as mapping of key leaders to keep engaged.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationIt is critical for trust to be developed within groups to admit what they do not know, and professionals are given freedom to try out new approaches and innovate without being penalized.
“It is critical for trust to be developed within groups to admit what they do not know, and professionals are given the freedom to try out new approaches and innovate without being penalized (Giles & Hargreaves, 2006).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Giles & Hargreaves, 2006 source
Probably not a substantial claim.
InterpretationreasoningIn order to have the needed perspective and influence for institutional change, the groups would need to add key champions, allies and expertise.
“In order to have the needed perspective and influence for institutional change, they would need to add key champions, allies and expertise.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Study design and conductcitationUsing multiple forms of data across the three campuses to deepen understanding of the ways the PLCs facilitated culture change increased the credibility and confirmability of the findings.
“Furthermore, using multiple forms of data across the three campuses to deepen our understanding of the ways the PLCs facilitated culture change which increased the credibility and confirmability of our findings (Lincoln & Guba, 1986;Mathison, 1988).”
Quote in the paperNot a substantial claim0 of 2 sources checkedProbably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningConsequently, re-examining these efforts is a critical step in culture change.
“Consequently, re-examining these efforts is a critical step in culture change.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
InterpretationreasoningAdjusting campus culture was not about running services or developing programs, but coordinating certain activities across the entire campus, helping connect groups that should be working together, and orchestrating the work of others to more intentionally serve at-promise students.
“Adjusting campus culture was not about running services or developing programs, but coordinating certain activities across the entire campus, helping connect groups that should be working together, and orchestrating the work of others to more intentionally serve at-promise students.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
PremisecitationHigher education campuses exhibit unique features such as loose coupling, being highly values-oriented rather than data-oriented in decision-making, and lacking robust data systems.
“While trends in studies of organizational learning in higher education tend to reflect the general trends across the multi-disciplinary research base, campuses exhibit some unique features such as loose coupling, which makes information flow and communication challenging (Kezar, 2005;Weick, 1976); being highly valuesoriented rather than data-oriented in terms of decision-making (Kezar, 2005); and”
Quote in the paperSubstantial claim0 of 3 sources checkedProbably not a substantial claim. The paper’s conclusions may not depend on it.
Study design and conductnone givenWhen interpretations differed, the team returned to the data and literature on PLCs and theories of organizational learning to come to greater consensus about the findings.
“When our interpretations differed, we returned to the data and literature on PLCs and theories of organizational learning to come to greater consensus about our findings.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Study design and conductnone givenThe compositionally diverse team met monthly to discuss their emerging understanding of the data.
“Our compositionally diverse (race, gender, sexual orientation, social class, disciplinary expertise) team met monthly to discuss our emerging understanding of the data.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
PremisecitationImproved collaboration and shared leadership around student success were major facilitators of culture change.
“Additionally improved collaboration and shared leadership around student success were also major facilitators of culture change (Gregory & Kuzmich, 2007;Hord, 1997).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Gregory & Kuzmich, 2007
- cites Hord, 1997
It may state two separate claims as one.
PremisecitationHaving the inquiry group connected to overall institutional priorities helped them feel efficacious and connected their learning to broader campus goals.
“Also, having the inquiry group be connected to overall institutional priorities helped them in feeling efficacious in their work and connected their learning to broader campus goals (Kezar et al., 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kezar et al., 2008 source
It may state two separate claims as one.
InterpretationcitationThe strategies of the coordinating group reflect factors central to inquiry teams being effective, such as the right team composition, improved data processes, and the importance of connecting the efforts to institutional priorities.
“the strategies of the coordinating group certainly reflect some of these factors such as the right team composition, improved data processes, and the importance of connecting the efforts to institutional priorities (Bensimon, 2012;Kezar et al., 2008;Smith & Parker, 2005).”
Quote in the paperNot a substantial claim0 of 3 sources checkedProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. It may state two separate claims as one.
InterpretationreasoningThese new structures are larger or mixed structures than PLCs, design and inquiry teams and may provide advantages as they build in flexibility to access different organizational structures to conduct the collective learning/action.
“These new structures are larger or mixed structures (with both small and larger structures) than PLCs, design and inquiry teams and may provide advantages as they build in flexibility to access different organizational structures to conduct the collective learning/action.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Study design and conductnone givenAs co-facilitators recruited members, they were encouraged to identify individuals who worked in different roles on campus, with different lengths of employment, and with diverse personal identities.
“As co-facilitators recruited members, we encouraged them to identify individuals who worked in different roles on campus (e.g., financial aid, institutional research, faculty, advising, student support programming, orientation, and diversity office), with different lengths of employment at the university, and with diverse personal identities.”
Quote in the paperSubstantial claimIt may state two separate claims as one.
PremisecitationHaving diverse members with different vantage points on campus helped challenge thinking and support learning.
“Having diverse members with different vantage points on campus helped challenge thinking and support learning (Bensimon, 2005;Smith & Parker, 2005).”
Quote in the paperSubstantial claim0 of 2 sources checkedProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
PremisecitationIn K-12 settings teacher specific and cross functional professional learning communities tend to be described synonymously even though they differ and some scholars have called for greater precision when defining PLCs in K-12.
“In K-12 settings teacher specific and cross functional professional learning communities tend to be described synonymously even though they differ and some scholars have called for greater precision when defining PLCs in K-12(DuFour et al., 2008).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites DuFour et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
InterpretationreasoningThese are the inevitable types of pressures and challenges that PLCs/Coordinating groups will need to navigate over time.
“These are the inevitable types of pressures and challenges that PLCs/ Coordinating groups will need to navigate over time.”
Quote in the paperNot a substantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Premisenone givenPLCs remain so new within higher education that their potential uses are still unknown.
“PLCs remain so new within higher education that their potential uses are still unknown and more research is clearly needed to determine if they may or may not be an appropriate vehicle for smaller scale change.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence.
InterpretationreasoningThis study was able to provide research about the potential and limitations of PLCs in overall institutional culture change efforts.
“In conclusion, this study was able to provide research about the potential and limitations of PLCs in overall institutional culture change efforts.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
PremisecitationMost research is focused on the initial year or two of change efforts.
“Future research needs to continue to focus on these middle and even later phases as most research is focused on the initial year or two of change efforts (Kezar, 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kezar, 2018 source
The paper relies on this without support.
Cross-functional PLCs have rarely or never been implemented in higher education.
“While faculty learning communities gained popularity in higher education, cross functional PLCs never have.”
“Because higher education has not implemented PLCs much to date, there is little research on this topic within colleges and universities.”
The paper relies on this without support.
There is little research on PLCs in higher education.
“Because higher education has not implemented PLCs much to date, there is little research on this topic within colleges and universities.”
The paper relies on this without support.
There are few or no structures in higher education that serve the matrix function of connecting across work functions.
“This role of coordination itself is quite innovate in higher education as there few, and on some campuses, no structures that serve this matrix function of connecting across work functions.”
The paper relies on this without support.
Culture change typically takes at least 5-7 years.
“As the three years came to a close, the coordinating groups needed to determine how their efforts would continue on since culture change typically takes at least 5-7 years.”
The authors state this as an assumption.
The first year of learning is pivotal/necessary to break campus routinized ways of working.
“Our participants felt the year of learning was pivotal but it would be good to test this assumption.”
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(2026) · Frontiers research topics · doi:10.3389/978-2-8325-8293-0
Karim, H. H., Omar, R., Hamid, N. B. A., & Zulkepli, M. I. S. (2026) · International Journal of Entrepreneurship and Management Practices · doi:10.35631/ijepc.1163018
Leadership Changes and Employee Performance Impact in Higher Education Institutions
Mimbs, T. (2026) · Scholars Crossing (Liberty University)
Advancing programmatic assessment in dietetics through a multi-institutional community of practice
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Future-Ready Programs: Designing Flexible Pathways for a Changing Economy
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Commitments into Action: Translating Psychological Health & Safety While Leading from the Middle
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Leadership and Policy Decisions Shaping Organisational Change in Education: A Review
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Gestión Universitaria y Desempeño Institucional en Educación Superior: Una Revisión Sistemática
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Reflections on the CPED Self-Study Process
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Knowing your worth: alternative approaches to valuing educators
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Metadata
- Authors
- Kezar, A., Hallett, R. E., Corwin, Z. B., & Hypolite, L.
- Affiliations
- University of Southern California (US)
- California State Polytechnic University (US)
- Corresponding author
- Kezar, Adrianna
- Venue
- Innovative Higher Education
- Published
- 2024-10-24
- Volume
- 50
- Issue
- 2
- Pages
- 687-714
- ISSN
- 0742-5627 (ISSN-L)
- 1573-1758
- OpenAlex
- W4403744391
- Cited by
- 50
- References
- 45
- Citations by year
- 2026: 34 · 2025: 16
- FWCI
- 20.23
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Innovative Higher Education (publishedVersion, cc-by)
- Funders
- Susan Thompson Buffett Foundation (Not assigned numbers)
- University of Southern California
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- institutional culture change, professional learning communities, cross-functional collaboration, historically marginalized students, change agents, organizational strategy, communication, professional learning, research universities
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-09, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-09 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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